|Ofsted Inspection Rating||Good|
|Inspection Date||02 March 2016|
|Address||Oakfield Road, Frome, Somerset, BA11 4JF|
|Religious Character||Does not apply|
|Number of Pupils||644 (52% boys 48% girls)|
|Number of Pupils per Teacher||19.7|
|Academy Sponsor||Oakfield School Academy Trust|
|Percentage Free School Meals||16.5%|
|Percentage English is Not First Language||3.7%|
|Pupils with SEN Support||14.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Oakfield Academy is a larger-than-average-size middle school. It became an academy in 2011. The great majority of pupils are of White British ethnicity and the school has a much lower than average number of pupils for whom English is not their first language. The proportions of pupils at the school who are disadvantaged or who have special educational needs or disability are higher than average. The school is in receipt of additional government funding in the form of the pupil premium, the PE and sports premium and Year 7 catch-up funding for pupils with low levels of literacy and numeracy. The school is part of the Frome Learning Partnership and is involved in Somerset Challenge. The school uses one alternative provider, Alternative Learning Programmes (ALPS). The school meets the government’s floor standards for Year 6. These floor standards set minimum expectations in terms of pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school The headteacher provides committed leadership that is focused on a pursuit of excellence for all pupils. Under this dynamic leadership the school lives up to its motto of ‘Believe and Achieve’ on a daily basis. The headteacher is ably supported by an effective senior leadership team. Leadership of teaching is a particular strength. The school’s middle leaders, those in charge of particular subjects or key stages, are an emerging strength. They act together very well as a group and this is having a clear impact on the progress pupils are making. Teaching, learning and assessment is typically good in the school. Effective use is made of teachers’ subject specialisms to provide a coherent curriculum across all year groups. Pupils make good progress during their time at the school as they move from Year 5 to Year 8. The gaps between the outcomes for disadvantaged pupils and others are closing. Pupils develop well in the school and become mature, thoughtful and respectful learners during their time there. The school is working hard to encourage all pupils to read widely and both pupils and staff see reading as an essential part of daily life. Pupils are very well prepared for the next steps in their education when they leave the school to move on to secondary school. Governance of the school is strong. Governors are very committed to improving the school and provide high levels of both challenge and support to the school’s leaders. It is not yet an outstanding school because : Teachers sometimes need to make more effective use of information from their assessments of pupils’ work in order to help these pupils make faster progress. The level of challenge for pupils of all abilities is sometimes not high enough. Gaps still remain between the progress of disadvantaged pupils and that made by other pupils. This is also true of those pupils with special educational needs or disability. Pupils report that their learning is occasionally impeded by low-level disruption.